Kingombe, Christian.January, 2012.Lessons for developing countries from experience with technical and vocational education and training,Report,[London]International Growth Center,Working Paper/11/1017,124

https://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf

Lessons for developing countries from experience with technical and vocational education and training

Vocational education and training (VET) reform is increasingly common, but there is more evidence on designing VET reforms than implementing them. This literature review searches the existing liter...

Getting there from here: a literature review on vocational education and training reform implementation

Despite huge incidence of vocational education and training (VET) reforms, we know more about good VET systems than how to implement them. In this review, we develop a determinant framework for VET implementation that combines theories and frameworks related to policy and general education reform, plus VET theory and the few existing VET implementation frameworks. We review 1,835 sources on VET reform implementation and code 177 for 1,538 framework-item mentions. Key success factors are employer, intermediary, and educator involvement; human, financial, and research resources; cooperation and coordination; clear strategy with political will and context fit; and accountability. There is a bias towards Europe, though it does not drive results. The sample equally represents developed and developing countries. Future research should test our framework, examine item interactions, and develop theory. VET reform implementation is distinct from general education reform implementation, and its evidence base is bigger than expected but less systematic than it should be.

Getting there from here: A literature review of VET reform implementation

The concept of policing a state has had to undergo a change
of mindset due to the global nature of today’s world. There was anecdotal
evidence that the training was outdated and did not take into account the
cross-cultural differences that exist in Qatar. This study investigates this
hypothesis and evaluates the quality of training at the Police Training
Institute in Qatar After conducting an exhaustive literature review covering
cross cultural differences, systems thinking and different delivery methods a
methodological evaluation of public sector training was conducted using the
Soft Systems Methodology of Professor Peter Checkland. The key findings to come
out of the SSM Analysis were: the police training did not meet the
participants’ expectations, course content failed to provide trainees with new
skills, the delivery of the courses lacks interaction and courses were not
useful or challenging. A conceptual model was developed that dealt with: · new content · cultural differences and;
· new delivery methods A
new course was designed, delivered, tested and evaluated. This was a course on
Systems Thinking. Also, an App was designed for mobile phones which enabled the
course to be delivered in a more modern manner which used the concept of social
media. The final analysis showed that the Systems Thinking ideas were well
received and more courses need to be designed at all levels. It suggested that
there is a future for mobile technology in training and it encouraged
organizations to experiment with this form of delivery. Recommendations were
made for future training at the Police Training Institute and these were well
received by the Ministry of Interior of Qatar. It also suggests that the PTI is
an ideal candidate for a learning organization, which would help it to
understand what is happening in the outside environment and produce creative
solutions using the knowledge and skills of all within the organization.

Evaluation of the vocational training system in Qatar's public sector

The purpose of technical and vocational education and training is basically to provide individuals with needed skills for socio-economic and industrial development. In most developing countries especially, TVET lays much emphasis on the kind of training that prepares the youth for self-employment. In Ghana like most developing countries, the aim of TVET is no different from the above. However, TVET in Ghana is bedeviled with a number of challenges ranging from limited funding, inadequate tools and equipment, obsolete and broken down facilities, lack of properly trained teaching and non-teaching staff to handle the programme, negative public perception and attitudes towards TVET and many others. This paper examines the challenges from the perspective of the school leadership in Ghana. It is aimed at unearthing the challenges facing TVET at the implementation level and ultimately finding a sustainable remedy in the future. To realize the aims of the study, qualitative case study was used. Three schools were specially selected. Focus group interviews with a total of eighteen respondents were used. The analysis was thematically carried out, and was mostly driven by the data. The results of the study most affirmed the challenges that have been highlighted by existing literatures. However, the study revealed some challenges which are either ignored or less talked about by the various stakeholders, yet the continuous existence of those challenges continue to hamper the efforts by the school leadership to address some of the fundamental challenges facing TVET in Ghana. In this paper, I recommend that efforts to redeem the image and to make TVET useful in Ghana be made to revolve around improvement of teacher training and provision of relevant tools and equipment for various TVET schools. I also recommended that a study be conducted into finding the solution to the challenges from the perspective of the school leadership.

School leadership challenges in the implementation of technical and vocational education curriculum in Ghana

Overview: Changing National VET Systems through Reforms

In the past, technical and vocational education and training (TVET) was focused on preparing young people for work. Now, it is also expected to help reduce unemployment, be involved in lifelong learning and be an active contributor towards social cohesion. In the light of TVET's changing role, the models of financing for TVET are also changing. The author poses the questions: what are the issues and who should pay for skills development? The author looks briefly at the use of payroll taxes to finance TVET and the expansion of TVET into lifelong learning. A brief overview of the chapters in this section is given and the chapter concludes with some further comments on financing TVET.

David Atchoarena

Papers

Overview: Changing National VET Systems through Reforms

Overview: Issues and Options in Financing Technical and Vocational Education and Training